A study was conducted in fall 1981 and spring 1982 to determine whether participation in selected components of Sierra College's (California) comprehensive student development program had a positive effect on student retention among first-time day students. The study focused on individualized counseling-advising appointments; personal development courses focusing on personal, vocational, and educational planning; and skill development courses aimed at overcoming deficiencies in reading, arithmetic, spelling, and other skills. The study population included 1,760 day students with and without reading test scores (including 1,107 with reading scores) and 1,111 of the original 1,760 who returned for spring 1982. The students were divided into eight groups based upon the kinds and combinations of activities in which they participated. Study findings included the following: (1) the total withdrawal rate for the first semester was 37%; (2) 65% of those withdrawing failed to complete a single class; (3) dropout students were more likely to be over 30 years of age; (4) dropouts tended to attempt and complete fewer courses, had only slightly lower retention rates and grade point averages, and were likely to be either Hispanic or Caucasian; (5) those who dropped out were less likely to have attended orientation or seen a counselor; (6) skills development had less of an impact on retention than no treatment at all; (7) counseling-advising was effective in increasing retention; and (8) positive relationships were found between personal development courses and retention rates. The college's application for admission is appended. (LAL)